Clubs & Activities High School Clubs and Activities are offered once a week during the school day. Club and activity offerings change weekly. Student Government Advisors: Curioso and Ms. Higginbotham Student leaders meet to collaborate and plan activities that will enrich our school community. Student Government advertises and coordinates spirit week, food drives, community service projects and discusses important issues about High School climate. National Honor Society Advisory: Jes Cawley National Honor Society is the oldest, largest, and most widely recognized co-curricular student organizations in American high schools. The purpose of this organization shall be to create enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, and to develop character in the students of secondary schools. Debate Team Advisor: Mr. Mann During Debate Club, we are given prompts and we have several debate competitions against other schools. It's a wonderful opportunity to improve argumentation skills and public speaking skills. Additionally, last year we were able to reach the finals in the spring, held at the Legislative building in Hartford. We highly encourage new members. Model UN Advisor: Mr. Heughins The Model UN club participates in the annual UConn conference. Model UN asks students to research an assigned country and represent their interests in global issues and events in committees entrusted with solving those issues. Students act as that country's representative and communicates and compromises with other nations to solve the issue. Math Team Advisor: Mr. Grande The math team competes against area schools in a monthly competition that tests students' abilities to perform in topics throughout Geometry, Algebra I, Algebra II, and higher level math concepts. Students of all grades and levels are invited to join in a fun, competitive environment to boost their math skills and confidence in the subject. Drama Club Advisor: Mr. Mendolia At Wheeler Drama, creativity and passion for the arts are the foundations of this organization. Whether you are an actor, a stage manager, prop master, or a member of tech crew. Each student in Wheeler Drama demonstrates employer-seeking skills that are readily used in the world of theatre; from quick decision making, to art design and customer service, Wheeler Drama continues to help all students prepare for their next act in life. GSA Advisors: Ms. Sorder and Ms. Welborn Gender Sexuality Alliance (GSA) is an inclusive club for any student in grades 9-12. The mission of this club is to provide a safe and supportive environment for all; a space for students to engage in discussion and activities to celebrate each others’ similarities and differences. GSA aims to promote unity and a sense of community for all within our school. Traveling Literaries Advisor: Mrs. Tavares Traveling Literaries is a book club and more. Students in this club will read a variety of texts and then participate in a related, enriching activity. For example, students may read the Greek myth of Orpheus & Euridice and then attend a performance of Hadestown on Broadway in NYC. Other enrichment activities include meals to appreciate the culture of text, author meetings, and more. If you enjoy reading and want to take it to the next level, this is the club for you! Adventure Club Advisor: Mrs. Tavares Adventure club introduces high school students to a variety of experiences, such as hiking, biking, rafting, rock climbing, canoeing, kayaking, skiing, snowboarding, and more. Each year a variety of activities will be chosen. All adventures will take place after school or on weekends. This club is a great way for students to discover the natural world while they learn about themselves and build relationships with peers. Through participating in Wheeler Adventure club, students gain a sense of independence and self-reliance that will follow them through life. We welcome all students and help them find their place of comfort, enjoyment and belonging in our various adventures! Cribbage & Kings Advisor: Mrs. Devaux This is a high school club where students play each other in large or small groups at either Cribbage or Kings - both card games. At times we create a tournament to battle it out. Learn to use terminology like crib, pegging, his heels and skunk! Strategy, luck and fun competition are a great way to spend time together and improve our skills. Technology Student Association Advisor: Mrs. Devine The Technology Student Association (TSA) is a national organization of students engaged in STEM (science, technology, engineering, and mathematics). Together, TSA chapter members work on competitive events, learn and apply leadership skills, and may attend state, regional, and national conferences. Other activities offered from time to time have included: Uno, Video Games, Nature Walks, Book Clubs, Music Appreciation, Scattergories, Current Events, Legos AND MORE!

Communication Dear Wheeler Parents/Guardians, We are honored and privileged to serve the students and faculty of Wheeler; a place where we are both so proud to lead! We have an open door policy and we encourage you to reach out if you have any questions or concerns. We know and appreciate the role that parents/guardians play in our work with our students, and we continue to strive to empower our Wheeler students to use their own voices and reach out to their teachers if they need support. We are also aware that there are times when as parents/guardians, you need to be involved and contact others for assistance. We encourage you all to follow the proper chain of command, first at the classroom level, by reaching out to faculty and staff. If you have exhausted those measures and need to reach out to one of us, we are here to help and support in any way that we can. We also want to make you aware of some of the methods of communication that we use to update our Wheeler families on the happenings going on in and outside of the classrooms each day. Please be aware that we also use the following measures to communicate: PowerSchool Announcements: district and school-level phone messages or emails will be sent using the information in PowerSchool that is provided on the school profile sheet Principal weekly emails: Kristen St. Germain will send out weekly emails on Fridays with important information and updates Associate Principal REMIND Account: Allison Reyes will send out REMIND messages with important school-wide information. If you would like to receive these messages, please sign up: Middle School: Send a text message to 81010 and text this message: @ga76ah High School: Send a text message to 81010 and text this message: @7hb398 Click the box below to view our established social media accounts

Special Services North Stonington Schools is dedicated to ensuring that all students receive a quality education. 504 vs. Specal Ed Birth to Three (B-3) Child Find Extended School Year Pre-K Special Education Transition Information April Christiansen Director of Student Services Office: 860-535-4451 Fax: 860-535-8110 Email Ryan Beattie Student Services Assistant Office: 860-535-4451 Fax: 860-535-8110 Email Special Services Overview Every child has a right to a free, appropriate public education. Some children are exceptional and have disabilities, which make it difficult for them to learn in the regular public school program without special education services. The Department of Special Services ensures that all children with disabilities between the ages of 3 and 21 will have the appropriate programs of instruction and related services designed to meet their individual needs. When recommended by a Planning and Placement Team (PPT), special education instruction and related services are provided to North Stonington students at all grade levels by certified and/or licensed professionals. Programs for special needs students are designed to encourage participation in the regular school program, wherever possible. Individuals with Disabilities Education Act (IDEA) Connecticut General Statues and the federal Individuals with Disabilities (IDEA) are laws that require the provision of special education and related services to eligible children with disabilities. These laws ensure that children with a disability have available to them a free appropriate public education (FAPE) in the least restrictive environment (LRE). Additionally, these laws give parents of children with disabilities the right to play an important role in their children’s education. CLICK HERE for: Procedural Safeguards Notice Required Under IDEA Part B CLICK HERE for: Laws Relating to the use of Seclusion and Restraint in the Public Schools A Parent’s Guide to Special Education in Connecticut This document provides information for parents, guardians and other family members about laws, regulations, and policies affecting special education programs and services. These protections, rights and opportunities will best help students with disabilities reach their full potential when parents, families and schools work collaboratively. Setting high expectations for students and high standards for programs will provide the greatest opportunities for a successful adult life. CLICK HERE for: A Parent’s Guide to Special Education in Connecticut What is Special Education? Connecticut State Statutes define special education as “special classes, programs, or services designed to meet the educational needs of exceptional children.” Exceptional children are those children who deviate either intellectually, physically, socially, or emotionally so markedly from normally expected growth and development patterns that they are or will be unable to progress effectively in a regular school program. Special education is available to eligible children from age 3 until graduation or age 21. If a special education student turns 21 during the school year, special education will continue until the end of the school year. A preschool child requiring special education and related services is entitled to a free, appropriate public education on and after the child’s 3rd birthday. Eligibility for special education is determined by a Planning and Placement Team (PPT) evaluation — the type and degree of exceptionality must be such that, without special education, it is unlikely that the child will be able to make satisfactory educational progress when reaching school age. Teachers trained in special education provide instructional services to children with disabilities in the North Stonington Public Schools. The extent of a special education teacher’s involvement with a student with disabilities will vary, depending upon the student’s need for special instruction. The special education teacher and classroom teachers collaborate on the selection and modification of lessons and activities, which are designed to enhance student success in the regular classroom. Special Education Services North Stonington Public Schools provide a continuum of services and programs for children with disabilities based on their specifically identified needs. These programs will provide students with the opportunity to receive specialized instruction in basic academic courses from certified special education teachers in individual and small group instruction designed to supplement or reinforce the regular classroom curriculum. Related services are offered to support a student’s special education program when necessary. They include: speech and language therapy, counseling, occupational therapy, physical therapy, assessment and evaluation, school health service, and homebound instruction. Least Restrictive Environment Connecticut General Statutes define a least restrictive environment as one which meets the needs of a child requiring special education — to the maximum extent possible — but which fully serves children not requiring any special education or related services. North Stonington Public Schools is committed to this concept, and to the importance of collaboration between staff and parents in order to maintain and enhance this type of environment. Student Assistance Teams Whenever possible, students’ needs are met in the regular education program. Students are referred for assessment and possible special education services only after the resources of the regular education program have been fully expended. The student assistance team is made up of staff members who meet weekly to review student concerns, plan strategies to assist students in the regular classroom, monitor student progress and, if necessary, refer for assessment of eligibility for special education. Concerns regarding individual students may be directed to the student assistance team by a parent(s) or staff member. The Referral Process Referrals usually come from a child’s teacher, parent or the child study team. Referrals can, however, be made from other sources such as a family physician. If there is evidence that special education services may be needed, a referral is made to a designated PPT. Before the PPT can proceed to gather information, evaluate the child, and recommend an appropriate program, parents must be informed that their child is being considered for special education, and the parent must give their written consent before evaluation and testing can begin. Information is obtained only with the knowledge and consent of the parents and is available to the parents. Parents will be provided with a written notice and an invitation to a PPT meeting at least five school days prior to the scheduled meeting date. Parents may refuse to give consent for the assessment and placement. Parents may also revoke consent it is has already been given. Regulations governing special education provide specific time schedules during which the evaluation and placement procedures must be completed. Planning and Placement Team A school-level Planning and Placement Team (PPT) is a group of professional personnel assigned to a specific school. The PPT is responsible for determining whether a child is eligible for special education services, and for planning an Individualized Educational Program (IEP) for that child. PPT membership consists of a school administrator, a teacher, and a member of the Department of Special Services, parents, and other appropriate staff. Parents may invite other individuals who they believe can contribute to the decision-making process. All children who receive special services must have a written IEP, which describes each child’s program. All IEPs are reviewed at least annually at a school-level PPT meeting. Individualized Education Program An Individualized Education Program (IEP) is a written plan, developed by a PPT, which describes the educational program for special education services. All IEPs are reviewed annually. The IEP includes: the child’s current levels of educational performance; special education and related services planned for the child; annual educational goals; short-term instructional objectives; special transportation requirements; the extent to which the child will participate in the regular school program; any modifications of the regular program which may be necessary; the amount of time to be scheduled for each part of the program; the date on which the program will begin; the criteria to determine if the goals are being achieved; and the exit criteria, which will determine when the special program is no longer appropriate. CLICK HERE for: CT State Department of Education IEP Manual and Forms CLICK HERE for: The IEP Guide- Page by Page (Revised December 2015) Confidentiality In compliance with North Stonington Public School’s Board of Education policy and State and Federal regulations, the North Stonington Public School system strictly adheres to maintaining confidentiality of student records. Parents who wish to inspect their child’s records are invited to contact the Director of Special Services. Contact Student Services Office Phone Number: 860-535-4451 Fax Number: 860-535-8110

Birth to Three (B-3) Google Play Store Apple App Store . Sparkler for Families - Sparkler Sparkler's mobile app enables organizations serving young families to fuel child and brain development. The app empowers parents and caregivers as first teachers and helps systems serve families better, together. Know Sparkler helps families learn how their children are developing through observation of age-based play activities and through the leading child development screening questionnaire. Our district is sharing Sparkler with families of children 5 and under to engage and support families. Download Sparkler from the G oogle Play Store or Apple App Store Sign up with our district's code : (NStoningtonPS) Access development screening. Thousands of playtime activities/parent tips, and support. Learn more at p laysparkler.org/CT or contact Sparkler: support@playsparkler.org

Learning Resources Links for Learning General- for all grades across many disciplines

Meeting Presentations Click on a link below to view a BOE Meeting Presentation March 10, 2026- BOE Meeting Presentation: Stage Lighting

Athletics News Fall Sports Fall Sports Spring Sports Winter Sports Winter Sports Wheeler Spring Athletics March 28, 2026- Wheeler spring preview READ ARTICLE> Fall Sports Spring Sports Winter Sports

Facilities & Operations St aff Facilities Director | Randy Rumrill Phone: 860-884-2761 Email Click the box to submit a Work Order

Meeting Recordings BOE Special Meeting (Virtual Format Only) April 30, 2024 BOE Regular Meeting (In-Person Format)- (Audio Only) September 24,2025

Our Faculty & Staff Administration Kristen St. Germain Principal Email Allison Reyes Assistant Principal Email Main Office Director of Teaching & Learning| Mrs. Kim Haggerty Administrative Secretary | Mrs. Cara Salegna Attendance Secretary | Mrs. Melody Melia School Nurse | Mrs. Jessica Kessler, RN Health Aide | Mrs. Stephanie Forbes School Counseling Secretary | Mrs. Emily Knowles Social Worker | Miss Cailin Sorder School Psychologist | Mrs. Carley Higginbotham Counselor | Miss. Nancy Liner (Grades 6 & 7, Grades 10-12 (A-L)) Counselor | Mrs. Jayme Hansen (Grades 8 & 9, Grades 10-12 (M-Z)) Faculty Alternative Education TBD Art Mrs. Sarah Booker Miss. Haley Smith Business/Computer Ms. Liz McCusker Mr. Chris Zyrlis English Mrs. Jessica Cawley Mr. Joseph Cawley Mrs. Kristine Charles Mrs. Kathryn McGuire Miss. Faith Parker Mrs. Marybeth Tavares Mrs. Natasha Zannelli Library/Media Center Specialist WMHS | Mr. Robert Hibson Mathematics Miss. Maya Brody Mr. James Cervini Mr. Tom DiNoto Mr. David Grande Miss. Adrianna Lublin Mrs. Jennifer Mitchell Mrs. Kim Van Horn Music Band Director | Mr. Alex Sanders Choral Director | Mrs. Kaitlyn Neumann Physical Education/Health Mr. Stephen Bailey Ms. Baylee Brackett Mr. Carl Weber Pa raprofessional Sta ff Mr. Caleb Bogue Mrs. Kim Harrington Mrs. Deb Karpinski Mrs. Karla McAdams Ms. Raquel Tucker Mrs. Paula Tuma Science Mrs. Rebecca Costello Mrs. Meghin Mason Mr. Andreas Nicolaou Mr. Michael Shugrue Mrs. Jen Welborn Social Science Mrs. Shannon Curioso Mrs. Kim Haggerty Mr. Bill Heughins Mr. Seth Mann Mr. Marc Tardiff Special Education Mr. Kevin Noonan Miss. Nicole Scovish Ms. Amy Tobin Technology Education Ms. Noel Devine Mr. Matthew Mendolia World Language Spanish | Ms. Paloma Autran Spanish | Mrs. Cheryl Dutrumble French | Miss. Elyse Yanusas Facilities/Custodians Fernando De La Cruz Lawrence Murphy Alex Patton Miguel Peguero Andrew Zuraw Click the box for information on communication options with our school

District Calendars Cancellations & Delays Central Office Staff Curriculum District Climate Plan District History District News Employment Opportunities Facilities & Operations New Entry Age for Kindergarten Registration Safe Return To School Plan School Food Pantry Special Services Superintendent's Corner Technology Department Wellness Policy Triennial Assessment District-Wide Educational Goals For Students Each student will develop a positive self-image, respect for others and a persistence to learn. Each student will master communication, computation, problem solving, technological and critical thinking skills for success in life. Each student will acquire knowledge in diverse areas necessary to achieve his/her potential in a global society. Each student will gain the skills to be a successful and responsible citizen, family member, worker and consumer. Each student will develop the skills to become an emotionally and physically healthy person. Each student will understand, respect and appreciate the values and strengths of a culturally diverse society. Each student will understand and respond to issues which affect life on our planet. Target: 21st Century Goals for North Stonington Public Schools To continue the improvement of quality curriculum and instruction. To improve student achievement in core curriculum. To promote the use of effective instructional practices. To increase the instructional emphasis on higher order thinking skills. To improve inter-disciplinary communication skills. To provide enrichment programs. To encourage integration for the arts throughout the curriculum. To increase foreign language K-12. To develop and support a theater arts program. To increase the number of electives available. To prepare students to successfully compete in the global society of the 21st century. To include practical life skills in the curricula. To promote multi-cultural understanding. To integrate computer knowledge and usage. To provide in-school programs for students not pursuing formal post high school education. To promote awareness of environmental issues, foreign affairs, market economics, and government. To provide students with research skills. To continue schools as responsibility centers. To encourage students to assume responsibility for their own education. To stress the role of teacher as decision-maker. To stress the role of principal as instructional and responsibility center leader. To evaluate each curricular area. To improve school facilities. To develop a five-year facilities plan for each school. To continuously monitor compliance with building/fire/safety/handicapped accessibility codes and curricular needs. To increase pride in our schools and community. To demonstrate the value of education to all students. To enhance student motivation. To communicate school success/accomplishments to the community. To involve students in improving our schools. To increase student involvement in the community. To increase the use of school facilities after school hours. To increase parental awareness in our schools. To improve teacher-parent communication. To involve parents in improving our schools. To improve communication between the schools and parents. To educate parents in their role in improving their child/children’s learning.

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